Disruptive Pupils and Teacher Stress

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Abstract
Teachers have identified a number of stress situations in their work with disruptive children. They experience insecurity because of the unpredictability of the children's behaviour. They feel vulnerable as they doubt the effectiveness of their coping resources. They are frustrated in their attempts to establish good communications with each other and with the professional workers outside their schools. Residential workers report additional demands because of their feelings of isolation and limited social relationships. Staff responses to these stress situations can be grouped into three main categories: (i) behavioural; (ii) emotional; (iii) psychosomatic. Their recommendations for the reduction of stress emphasize the importance of group support and good inter‐professional communications. Some suggestions have been made to promote the development of healthy schools in which staff can find opportunities for personal and professional growth. Further explorations need to be made in the identification and development of inter‐professional teamwork skills.

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